Religious Education

Intent

Our Keir Hardie Religious Education Curriculum is intended to support our pupils to become resilient, accepting, mindful and inquisitive learners. We want our pupils to become active and well-rounded members of society, developing a sense of identity and belonging, preparing them for life as British citizens in a multi-faith community. 

Pupils will explore issues within and between faiths to help them learn, understand and respect different religions, beliefs, values, traditions and their influence on individuals, societies, communities and cultures. In lessons, we expect pupils to be able to use a range of religious vocabulary confidently in both written work and oral presentations. 

We want all pupils to benefit from experiential learning which includes accessing the curriculum through a range of artefacts, visits to places of worship and through engagement with a range of people, religious leaders, those who practise and represent different faiths.

We want our pupils to develop a sense of pride and belonging.

Implementation

We comply with the legal requirements for Religious Education by following the Newham’s Agreed Syllabus agreed by the Standing Advisory Committee on RE (SACRE). At Keir Hardie, we value first-hand learning experiences and ensure our pupils attend conferences, explore artefacts, participate in workshops and educational visits. These give our pupils the opportunity to listen, ask questions, debate, speak with different religious leaders and members of the community. 

Religious Education is taught every week, but sometimes, taught through a class topic or whole-school RE days from EYFS to KS2. Our learning is centred mainly upon the Christian faith and traditions as well as Muslim, Hindu, Buddhist, Jewish, Humanist and Sikh traditions that are represented in the community.

Impact

Our pupils enjoy sharing their learning in RE assemblies and relating what they have learnt to their own lives. Our pupils celebrate the richness and diversity within the school with curiosity and mutual respect. 

By the end of Key Stage 1, pupils can express their feelings, reactions and responses as well as learn to respond to others. They develop enquiry skills, to help them make sense of and respond to the world in which they live, while using words related to religion. 

By the end of lower Key Stage 2, our pupils talk about and respond to questions about their own beliefs and lifestyles, making comparisons with other people’s experiences. Information gathering skills are developed and pupils use religious and other specialist vocabularies with growing confidence, building on and consolidating their learning from Key Stage 1. 

By the end of upper Key Stage 2, our pupils develop an understanding of the connection between beliefs and actions. They use religious and subject-specific vocabulary with greater confidence, explaining symbolism and abstract ideas with increasing depth of understanding. They research independently, using a wider range of sources. Pupils recognise that some questions do not have answers or could have a range of answers, depending on beliefs and experiences.